Writing as a Process in Teacher Education: Analysis of a Didactic Sequence

his study presents the results of an implementation and the analysis of a didactic sequence in the language teacher education aiming to discuss the possible reconfigurations in the formative practices focused on writing as a process and the knowledge necessary to teacher education. For this, we grounded our studies on the theoretical assumptions of Sociodiscursive Interactionism (sdi) (Bronckart, 1997/2009), the genre-based approach to language teaching (Bakhtin, 2003; Schneuwly & Dolz, 2004), language capac-ities (Schneuwly & Dolz, 2004; Cristovao, 2009, 2013; Cristovao & Stutz, 2011; Stutz & Cristovao, 2011), the procedure of Didactic Sequence (Dolz, Noverraz &, Schneuwly, 2004), conceptions of writing and rewriting (Menegassi, 2005; 2010; Dolz, Gagnon & Decândio, 2010; Beato-Canato, 2008; Beato-Canato & Cristovao, 2014) and the knowledge to be taught and the knowledge for teaching (Hofstetter & Schneuwly, 2009). A didactic sequence focused on writing was implemented and analyzed in the English language initial teach-er education context at unespar-Universidade Estadual do Parana-Campus de Campo Mourao-pr, in Brazil, in 2015. Some future teachers’ initial and final papers were analyzed in order to identify some aspects of their learn-ing and education processes. The critical analysis of the didactic sequence implemented and the future teachers’ written productions allowed us to reflect on the future teachers’ learning and development needs and the nec-essary knowledge to the formative practices, revealing that the work with writing as a process, the articulation among different textual genres, and the necessary adjustments to the didactic sequence can be significant tools to the development of teacher’s argumentative and professional capacities.